Aim. Main goals were to study the Bulgarian samples of winter wheat, to identify sources of disease resistance for further breeding work and to develop high-yielding varieties being adapted to the conditions of Forest-steppe. Methods. The experimental part of the work was carried out in 1987-2013 in breeding crop rotations of MIW. 1470 Bulgarian samples were the starting material used. Results. The samples M-61-185, 97 / 58-1, 1769-64, 668-2, 49 / 94-168, 301-44-55, 1990 50, 836 / 87-2 were characterized with stabile high resistance to brown rust in combination with yield on the level of adaptive norm; 3324-1, 1919-50, 77 / 83-71, 2579-30-19, 704 / 90-30, 411 / 92-57, 97 / 58-1, Liliia, Milena – to powdery mildew; 1919-50, Liliia, 836 / 87-2, 6532-5, 49 / 94-168, DM-62-44, 835 / 87-44-38, 97 / 58-1 – to Septoria leaf blotch. Genotypes 759-1, 2579-30-19, 836 / 87-2, DM-62- 44, 1919-50 that combine resistance to group of three diseases with complex of traits: winter-hardiness, large grain, productivity, high quality levels and high-yielding; samples with large grain and high quality – 97 / 58-1, MT-17131-87, 71 / 90-1097, 2514-114 are the most valuable for breeders. Based on 2579–30–19 the new winter wheat variety Hospodynia Myronivska has been developed. Conclusions. Bulgarian samples are valuable as a starting material for winter wheat breeding for disease resistance in Forest-steppe zone of Ukraine. Keywords: winter wheat, Bulgarian sample, disease resistance.

Ìåòà. Ïðîàíàë³çóâàòè çà åëåìåíòàìè ïðîäóêòèâíîñò³ F 1-F 3 ïøåíèö³ ì'ÿêî¿ îçè-ìî¿, ñòâîðåí³ ñõðåùóâàííÿì ñîðò³â-íîñ³¿â ïøåíè÷íî-aeèòí³õ òðàíñëîêàö³é, äëÿ ïîäàëüøîãî äîáîðó âèñîêîïðîäóêòèâíèõ ïîòîìñòâ. Ìåòîäè. Âïðîäîâae 2016-2018 ðð. âèâ÷àëè 30 ì³aeñîðòîâèõ ã³áðèä³â çà õàðàêòåðîì óñïàäêóâàííÿ (ñòóï³íü äîì³íóâàííÿ òà òðàíñãðåñ³¿) ó F 1-F 3 îçíàê «äîâaeèíà ãîëîâíîãî êîëîñà» (ÄÃÊ), «ê³ëüê³ñòü çåðåí ó ãîëîâíîìó êîëîñ³» (ÊÇÊ) òà «ìàñà çåðíà ç ãîëîâíîãî êîëîñà» (ÌÇÊ).

Ìåòà. Âèÿâèòè çàëåaeí³ñòü çàâ'ÿçóâàííÿ íàñ³ííÿ â ïåðøîìó ïîêîë³íí³ ì³aeñîðòîâèõ ã³áðèä³â ïøåíèö³ ì'ÿêî¿ îçèìî¿ â³ä íàÿâíîñò³ ïøåíè÷íî-aeèòí³õ òðàíñ-ëîêàö³é (ÏAEÒ) 1AL/1RS òà 1BL/1RS ó áàòüê³âñüêèõ ôîðì. Ìåòîäè. Ïîëüîâ³ äî-ñë³äè ïðîâîäèëè ó 2014/15, 2015/16 ðð. íà ñåëåêö³éíèõ ïîëÿõ Ìèðîí³âñüêîãî ³íñòèòóòó ïøåíèö³. Ìåòîäîì ì³aeñîðòîâî¿ ã³áðèäèçàö³¿ ùîðîêó ïðîâîäèëè ñõðåùóâàííÿ ì³ae ñîáîþ ñîðò³â-íîñ³¿â ÏAEÒ 1AL/1RS (Åêñïðîìò, Êîëóìá³ÿ, Çîëîòîêîëîñà) ³ 1BL/1RS (Ëåãåíäà Ìèðîí³âñüêà, Êàëèíîâà, Ñâ³òàíîê Ìèðîí³âñüêèé), íà îñíîâ³ ÿêèõ ñòâîðåíî 30 ã³áðèäíèõ êîìá³íàö³é. Áàòüê³âñüê³ ôîðìè ã³áðèäíèõ êîìá³íà-ö³é ïøåíèö³ ñ³ÿëè âðó÷íó íà ä³ëÿíêàõ ïëîùåþ 0,3 ì 2 . Ðåçóëüòàòè. Äîñë³äaeóâàí³ ñîðòè º ñåðåäíüîñòèãëèìè, òîìó ïåð³îäè êîëîñ³ííÿ ³ öâ³ò³ííÿ ó íèõ ïåðåâàaeíî çá³ãàëèñÿ, ùî äàëî ìîaeëèâ³ñòü ìàêñèìàëüíî çàïèëèòè êâ³òêè. Îòðèìàí³ äàí³ ñâ³ä÷àòü, ùî íîñ³¿ ÏAEÒ ëåãêî ñõðåùóþòüñÿ ì³ae ñîáîþ. Ïîêàçíèê çàâ'ÿçóâàííÿ íàñ³ííÿ çàëåaeàâ ÿê â³ä âèõ³äíèõ ôîðì, òàê ³ â³ä óìîâ âåãåòàö³¿ ³ âàð³þâàâ â³ä 6,6

Ìåòà. Ïðîàíàë³çóâàòè ïîãîäí³ óìîâè â ˳ñîñòåïó é Ïîë³ññ³ òà âèÿâèòè ¿õ âïëèâ íà òðèâàë³ñòü îêðåìèõ ïåð³îä³â âåãåòàö³¿ òà âðîaeàéí³ñòü ïøåíèö³ ì'ÿêî¿ îçèìî¿ ó öèõ çîíàõ. Ìåòîäè. Ïîëüîâ³ äîñë³äè çàêëàäàëè ó 2015-2018 ðð. ó çîíàõ ðîçòàøóâàííÿ Ìèðîí³âñüêîãî ³íñòèòóòó ïøåíèö³ ³ìåí³ Â. Ì. Ðåìåñëà ÍÀÀÍ (˳ñîñòåï) òà Íîñ³âñüêî¿ ñåëåêö³éíî-äîñë³äíî¿ ñòàíö³¿ (Ïîë³ññÿ). ѳâáó, ôåíîëîã³÷í³ ñïîñòåðåaeåííÿ òà îáë³êè ïðîâîäèëè â³äïîâ³äíî äî çàãàëüíîïðèéíÿòèõ ìåòîäèê ³ ìåòîäè÷íèõ ðåêîìåíäàö³é ó ñåëåêö³¿ ïøåíèö³ ì'ÿêî¿ îçèìî¿. Äëÿ àíàë³çó ã³äðîòåðì³÷íîãî ðåaeèìó âèêîðèñòîâóâàëè äàí³ ìåòåîðîëîã³÷íèõ ñïîñòåðåaeåíü òà ñåðåäí³ áàãàòîð³÷í³ ïîêàçíèêè (ÑÁÏ) çà 1980-2015 ðð. àãðîìåòåîñòàíö³¿ Ìèðîí³âêà ³ ͳaeèíñüêî¿ ìåòåîñòàíö³¿. Ðåçóëüòàòè.

Chervonenko K. S. Formation of social competence of future social workers by means of volunteer activityThe article highlights the peculiarities of the formation of future social workers' social competence by means of volunteer activity. Basing on the analysis of academic and pedagogical literature, the essence of the concepts «competence», «professional competence» and «social competence» is considered; their content and structure is clarified. It is emphasized that one of the important components of professional competence of future social workers is social competence which is aimed at ensuring effective interaction between people and the social environment to help solve various social problems. The author reveals the abilities of a socially competent social worker. There are two main approaches in determining the potential of volunteering in the formation of future social workers' social competence: firstly, volunteering affects the personality of a student-volunteer, forms a stable system of values; secondly, volunteering is aimed at optimizing the social situation in the society, allows you to create optimal conditions for social activity and responsibility, gain significant social experience, develop technologies of social work with different categories of clients. It is proved that volunteering is an effective means of professional training of future social workers, which allows to work out the technique of volunteering activity, taking into account the interests and wishes of others. The author singles out main advantages of volunteering in the formation of social competence of future social workers. This competence demonstrates in future professionalsthe result of assimilation and active reproduction of socio-cultural experience through activities, communication, relationships and promotes the ability to gain experience in solving various social problems, initiating and activating resources for this, predicting the results, establishing effective interaction, analyzing, being responsible, as well as showing tolerance and empathy to others.